Learner Motivation, A Reflection

The “Learning Theories and Instruction” course has helped me to further my knowledge on how people learn. One thing I found most surprising is the concept of Information Processing, the brain, and how information is stored into Long Term Memory (LTM) and Short Term Memory (STM).  Successful learning occurs when participants store the content into LTM.  To accomplish this task, specific methods have been developed.  Research states that when a person stores information into LTM, the learner can retrieve it for future use.  For example, Dr. Ormrod suggests using the Cognitive Information Processing Theory to successfully retain information.  “Cognitive information processing theories focus on how people attend to environmental events, encode information to be learned and relate it to knowledge in memory, store new knowledge in memory, and retrieve it as needed” (Ormrod, 2009).   Using previous experiences and relating them to new information helps the learner to receive and retain the information.  In addition, “Learning strategies such as selecting and organizing information, rehearing material to be learned, relating new material to information in memory, and enhancing meaningfulness of material will assist in the learning process” (Ormrod, 2009).  Therefore, I learned that how a participant learns is just as important as what the participant learns.

As a professional and advocate for learning, I have not considered how I learned content throughout the previous years.  Instead, I have always considered the participants and how they learn and absorb the content.  “Learning is a multifaceted process that individuals typically take for granted until they experience difficulty with a specific task” (Ormrod, 2009).  However, this course helped me to identify with my own learning process. I discovered that I learn more productively when the theory of Behaviorism is applied.  “The goal of instruction for a behaviorist is to elicit the desired response from the learner who is presented with a target stimulus” (Ertmer, 1993). 

As I learn, I tend to ask questions and participate by responding with comments or suggestions on content. In addition, I enjoy participating by answering questions presented by the facilitator.   The key elements of Behaviorism are the stimulus (the question asked), the response (participation), and the association between the two (Ertmer, 1993, p. 55).  Also, I have a deeper understanding of my learning style.  Initially I thought I was simply a visual learner, but after researching all of the learning styles, I discovered that my style fluctuates depending on the complexity of the content being presented.  It is important to give learners the option to choose a different instruction method if the initial learning style is not effective.  “In other words, students preferred to have lessons explained using a different instruction method when they were required to repeat a concept/lesson” (Gilbert, 2008).  I learned that using a combination of learning styles in a classroom has proven to be effective in creating a quality learning environment.  

The connection between learning theories, learning styles, educational technology, and motivation is very strong.  Depending on the content and structure of the learning environment, each of these components must be considered prior to the implementation of the training session.  The learning theory helps the instructor to understand how the class with absorb the information and the learning style should accommodate that theory.  For example, Terminal Behavior specifies ahead of time what the learning behavior should be at the conclusion of the training session.  Moreover, this theory displays the competency level, and the outcome of the learning.  The learning style is the method or process to achieving the specific outcome or behavior.

Educational Technology provides additional resources for instructors to broaden the knowledge of their participants.   It is available in a variety of formats to be used in an online environment.  The Horizon report outlines several technologies that are or will be adopted within the next five years.  Blogs, online communities, mobiles, personal webs, and web conferencing are a few examples of integrating technology into instruction.  Finally, motivating adult learners is essential in bringing all the components (learning theories, learning styles, motivation) together.  Adult learners are motivated because they simply “need to know” (Ormrod D. J., 2012).  It is important to grasp the learner’s attention in the beginning, so they are motivated to learn the content.

Moving forward, the knowledge I have gained in this course will enhance my skills as an Instructional Designer. For example, using the Learning Theory Matrix as a guideline will help me to design courses based the participants’ learning process.  Once the process is determined, I will use a variety of learning strategies to ensure storage into LTM.  Also, I will give consideration to all types of learning styles (visual, audio, kinesthetic), and adjust them whenever necessary. As mentioned earlier, learning styles may fluctuate depending on the complexity of the content.   In addition, implementing learning methods such as Elaboration, Comprehension Monitoring, and Mnemonics will help my participants to learn effectively.  Finally, Instructional Scaffolding will help me to further extend the range of my learners.  Class discussions, peer to peer tutoring, cooperative learning, and apprentices will be used to build knowledge within the organization. 

Works Cited

Ertmer, P. &. (1993). Performance Improvement Quarterly. Behavorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective. , 50-71.

Gilbert, J. &. (2008). Learning Styles: How do they Fluctuate? Institute for Learning Styles Journal .

Ormrod, D. J. (Director). (2012). Motivating in Learning [Motion Picture].

Ormrod, J. S. (2009). Learning Theories and Instruction. New York: Pearson.

"Fitting the Pieces together"

Now that you have a deeper understanding of the different learning theories and learning styles, how has your view on how you learn changed?

Initially I thought that my learning style was best supported by the Behaviorist theory.  I considered myself to be an active participant by asking questions, providing feedback and suggestions.  The key elements of Behaviorism are the stimulus (the question asked), the response (participation), and the association between the two (Ertmer, 1993, p. 55).  However, after learning about various other learning theories, Connectivisim needs to be added because I discovered that I learn through a multitude of resources and construct knowledge accordingly.  As displayed in my diagram, all of the resources are connected and work simultaneously to build knowledge within the organization.

What have you learned about the various learning theories and learning styles over the past weeks that can further explain your own personal learning preferences?

Even though I am overwhelmed with all of the theories, I am able to learn something from each one of them.   For example, the cognitive learning process (cognitivism) suggests using concepts to reinforce the content.  Concepts could be objects, symbols, or events that share common characteristics or critical attributes (Ormrod J. S., 2009).  I recently facilitated training on auditing guidelines. First, I played a recording of the customer interaction, and asked the participants to score the call via a score card.  When the participants finished scoring the call, we discussed the correct answers.  This is an example of using an object to train participants.

Also, I learned that I must be able relate previous information to solve future problems.    One of the key components of Cognitive information process theory is “retrieval of knowledge”.   In order for information to be stored effectively, I must relate the content to previous events or experiences.  Concurrently, learners also must relate to the information to ensure storage into long term memory.  In other words, “things the learner may already know or is familiar with” (Ormrod D. J., 2011).  Also, I use the Problem Solving Process to retrieve stored I information whenever necessary.  This process includes Encoding (deciding what the problem is), Retrieval (think of what I have) and Metacognition (supervision of an individual’s thinking) (Ormrod D. J., 2011). 

Finally, I discovered that my learning preference is kinesthetic.  I prefer hands on “hands-on” approaches to acquire knowledge.  “This type of learner likes to explore the physical world by touching and movement” (Gilbert, 2008).

What role does technology play in your learning (i.e., as a way to search for information, to record information, to create, etc.)?

Technology plays a very important role in my learning within my organization. For example, I currently use a database called Quickbase, which provides me access to eLearning modules, auditing guidelines, best practice videos, etc.  This tool also is used to store information for future use.  Quickbase can also be referred to as a “Personal Web” technology. “A personal web is a term coined to represent a collection of technologies that confer the ability to reorganize, configure and manage online content rather than just viewing it” (Johnson, 2009).   In addition, I use a variety of tools to create content such as Adobe Presenter, Captivate and Articulate software.  Finally, AIM Pro is used to instantly communicate with other members within the organization.  It is an instant messaging tool and provides availability of my peers.  Without these technologies, I do not believe that I would be as successful learning within the organization.

Works Cited

Ertmer, P. &. (1993). Performance Improvement Quarterly. Behavorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective. , 50-71.

Gilbert, J. &. (2008). Learning Styles: How do they Fluctuate? Institute for Learning Styles Journal .

Johnson, L. L. (2009). The Horizon Report. The New Media Consortium , 1-32.

Ormrod, D. J. (Director). (2011). Information Processing and Problem Solving [Motion Picture].

Ormrod, D. J. (Director). (2011). Information Processing and the Brain [Motion Picture].

Ormrod, J. S. (2009). Learning Theories and Instruction. New York: Pearson.

Connectivism at J.Lodge: A Reflection

Based out of Fort Myers, FL, J. Lodge is a Quality Assurance company dedicated to providing call monitoring to its clients.  Their mission is to provide world class contact center services by employing Americans with disabilities in the virtual environment. (Schrider, 2011).  The structure of the organization begins with the President and CEO.  Underneath the President are two executives; the Vice President and Director of Operations.  Next, there are several senior managers of various departments.   This includes the training, account management and finance.  All of these departments report to the Vice President.  Underneath the Director of Operations are the Team Leads. 

The role of a Team Lead is to track and monitor the performance (audits), of the call analysts.  In addition, they ensure that the quota is attained and provide additional support whenever applicable. The call analysts work remotely throughout the United States and conduct audits on a monthly basis. They listen to a recording of a customer service interaction and evaluate the performance of the agent via a scorecard. Since the call analysts work remotely, all of the meetings, conference calls, and training classes are administered via web conferencing. 

As illustrated in the mind map, connectivism occurs within J. Lodge when I gather information from my personal learning network.  My personal learning network is comprised of Senior Executives, Team Leads, and Managers.  The digital tools that help me to learn are Quickbase, the Online Training Department, AIM Pro, and Adobe Connect Pro.  Quickbase is a web application where call analysts score calls, manage audits, and download score cards.  In addition, Quickbase has discussion boards for employees to share ideas and best practices.  This process helps all employees to learn from each other thereby building a strong online community. 

The Training Department provides access to eLearning modules, assessments, training evaluations, and information on how to audit calls.  I use this resource to obtain updated knowledge on call monitoring.   Adobe Connect Pro is a web enabled application in which participants can attend an online meeting or training session.  Some of the features are Web Conferencing, VOIP capability, and Headset and Microphone functions. The subject or topics of discussion vary per class and the type of audience.  Finally, AIM Pro is a web enabled tool used to communicate with employees throughout the company.  The main features include instant messaging, group chat, desktop sharing and file sharing.  The tool is the main communication between virtual members within the organization.  J. Lodge promotes a strong online community among its members.  All of these tools exist to foster training support and overall access to a knowledge base.  When I have questions, I am able to get answers from other members or digital tools online.

In conclusion, my personal learning network supports the connectivism theory.  “Connectivism is driven by the understanding that decisions are based on rapidly altering foundations.  New information is continually being acquired and the ability to draw distinctions between important and unimportant information is vital.  Also critical is the ability to recognize when new information alters the landscape based on decisions made yesterday” (Siemens, 2008). 

The culture of the J. Lodge is to adapt to new scoring guidelines frequently.  Information is constantly updated from the client and requires the call analysts to quickly adjust to the changes.  From these changes, knowledge is constantly evolving and the Team Leads ensure the accuracy of the changes. “Decision-making itself is a learning process.  Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality” (Siemens, 2008).